SOVIET APPROACH TO CHARACTER TRAINING The Case of Stud~t Collectives
Abstract
Socialist revolution entails fundamental changes in the values, aspirations as well as behaviors of society towards a total identification with the proletariat, characteristic recognized as the hallmark of communist morality. Such value changes owe much to the role of schools in the character training of youth and, in this respect, it appears that the Soviet student collectives have achieved considerable success in instilling socialist consciousness among youth. Thus attempt is made to identify the social and psychological variables accounting for the relative success of the collectives and with these variables as a basis, suggestions are made for the organization of Ethiopian student youth with specific behavioral goals, evaluation methods and reinforcement patterns.
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References
1. L.J. Cronbach, Educational Psychology (New York: Harcourt, Brace & World, 1954), p. 576.
2. R. Chin and Ai-Ji Chin, Psychological Research ill Commullist Chilla (Mass.: MIT Press, 1969), p. 134.
3. Cronbach, op. cil., p. 577; H.B. English & A.C. English, A ComprehenSive Dictionary of Psychological and Psychonalytical Terms (London: Longman Group Ltd., 1958), p. 83; R.A. King, Readings for an Introduction to Psychology (New York. MC-Graw Hill, 1971), p. 325; R.M. Goldenson, "Character development", The Encyclopedia of Humal/ Behavior, Vol. I (1970), pp. 196-198; H.C. Lindgren, All Introduction to Social Psychology (New York: John Wiley, 1969), p. 183; P.R.. May, Moral £(/Ilcatioll ill School (London: Methuen Education Ltd., 1971), p. 18.
4. See, for instance, B.R. McCandless. et 01., Children 0114 Yourh (Hindsale The Dryden Press, 1973), pp. 268-270; L. Kohlberg "Psychological View of Moral Education", The Encyclopedia of Educalion, Vol. 6 (1971), pp. 398-406;
A.W. Kay, Moral Development (New York: Schochen Books, 1969), p. 67; May, op. cit., pp. 23-24, 27-28.
5. For instance, according to Hurlock, the Period of Infancy is a "Critical" age in "laying down the foundations of many behavior patterns, many attitudes toward others and toward the self .... " See, E. B. Hurlock, developmental Psychology (New York: Mc-Graw Hill, 1959), p. 78.
6. The universality and age-hmits associated with these stages have however been questioned. See, for instance, L. Berkowitz, The Development of Motipes and Values ill the Child (New York: Basic Books, 1964), pp. 50-52; R.L. Gorsuch & M,L, Barnes "Stages of Ethical Reasoning and Moral Norms of Carib Youths," Journal of Cross-Cultural Psychology, Vol. 4 (Sept., 1973), pp. 283-301; P.T. Ashton, "Cross Cultural Piagetian Research," Harvard Educational Review, Vol. 45 (Nov., 1975), pp. 475-506.
7. A diagram which depicts the major processes in character development is provided in the Appendix.
8. Lenin wrote: "We say that our communist morality is' entirely subordinated to the interests of proletarian class struggle ... Morality is what serves to destroy the old exploiting society and unite all the working people arollnd the proletariat." See LeI/iII 011 Youth (Moscow: Progress, 1970) pp. 243 & 245.
9. For more details, see Chin & Chin, op. Cil., p. 134; H.B. Redl, (trans. & ed.), Soviet Educators 011 SOI/iet Educatioll (London: Free Press, 1964) XXXIV; G. Smirnov, Sovi el Mall (Moscow: Progress, 1973) pp. 172-190; G.Z.E.
Bereday, et 01., The Changing Soviet School (Mass.; The Riverside Press, 1960), p. 402; N. Grant, Soviet Edllcatioll (London: Univ. of London Press, 1964), pp. 46-48, SO-51).
10. Redl, op. cit., p. 26. 11 . Alexei Kalinin, Preschool · Educalioll ill the USSR (Moscow: Novosti Press, n.d.), p. 19.
12. E.B. Page, (ed), Readings for Educatiollal Psychology (New York: Harcourt, Brace & World, 1964), p. 390.
13. Redl, op. cit., XXXIV
14. Bereday, et. 01., op. cit., p. 419 .
2. R. Chin and Ai-Ji Chin, Psychological Research ill Commullist Chilla (Mass.: MIT Press, 1969), p. 134.
3. Cronbach, op. cil., p. 577; H.B. English & A.C. English, A ComprehenSive Dictionary of Psychological and Psychonalytical Terms (London: Longman Group Ltd., 1958), p. 83; R.A. King, Readings for an Introduction to Psychology (New York. MC-Graw Hill, 1971), p. 325; R.M. Goldenson, "Character development", The Encyclopedia of Humal/ Behavior, Vol. I (1970), pp. 196-198; H.C. Lindgren, All Introduction to Social Psychology (New York: John Wiley, 1969), p. 183; P.R.. May, Moral £(/Ilcatioll ill School (London: Methuen Education Ltd., 1971), p. 18.
4. See, for instance, B.R. McCandless. et 01., Children 0114 Yourh (Hindsale The Dryden Press, 1973), pp. 268-270; L. Kohlberg "Psychological View of Moral Education", The Encyclopedia of Educalion, Vol. 6 (1971), pp. 398-406;
A.W. Kay, Moral Development (New York: Schochen Books, 1969), p. 67; May, op. cit., pp. 23-24, 27-28.
5. For instance, according to Hurlock, the Period of Infancy is a "Critical" age in "laying down the foundations of many behavior patterns, many attitudes toward others and toward the self .... " See, E. B. Hurlock, developmental Psychology (New York: Mc-Graw Hill, 1959), p. 78.
6. The universality and age-hmits associated with these stages have however been questioned. See, for instance, L. Berkowitz, The Development of Motipes and Values ill the Child (New York: Basic Books, 1964), pp. 50-52; R.L. Gorsuch & M,L, Barnes "Stages of Ethical Reasoning and Moral Norms of Carib Youths," Journal of Cross-Cultural Psychology, Vol. 4 (Sept., 1973), pp. 283-301; P.T. Ashton, "Cross Cultural Piagetian Research," Harvard Educational Review, Vol. 45 (Nov., 1975), pp. 475-506.
7. A diagram which depicts the major processes in character development is provided in the Appendix.
8. Lenin wrote: "We say that our communist morality is' entirely subordinated to the interests of proletarian class struggle ... Morality is what serves to destroy the old exploiting society and unite all the working people arollnd the proletariat." See LeI/iII 011 Youth (Moscow: Progress, 1970) pp. 243 & 245.
9. For more details, see Chin & Chin, op. Cil., p. 134; H.B. Redl, (trans. & ed.), Soviet Educators 011 SOI/iet Educatioll (London: Free Press, 1964) XXXIV; G. Smirnov, Sovi el Mall (Moscow: Progress, 1973) pp. 172-190; G.Z.E.
Bereday, et 01., The Changing Soviet School (Mass.; The Riverside Press, 1960), p. 402; N. Grant, Soviet Edllcatioll (London: Univ. of London Press, 1964), pp. 46-48, SO-51).
10. Redl, op. cit., p. 26. 11 . Alexei Kalinin, Preschool · Educalioll ill the USSR (Moscow: Novosti Press, n.d.), p. 19.
12. E.B. Page, (ed), Readings for Educatiollal Psychology (New York: Harcourt, Brace & World, 1964), p. 390.
13. Redl, op. cit., XXXIV
14. Bereday, et. 01., op. cit., p. 419 .
Published
1981-01-01
Section
Articles